What Does Ell Stand For In Education?

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What Does Ell Stand For In Education
ELL: English language learner. A national-origin-minority student who is limited-English-proficient.
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What is the difference between ELL and ESL students?

Terms Related to English Language Learners | ESL, ELL, Dual Language An English language learner (ELL) is anyone who doesn’t speak English fluently or who is still learning English. The school must help ELLs become literate in English. If you think your child may also have learning and thinking differences, you may be able to get extra support for those issues, too.

This printable mini-glossary can help explain some of the terms you may hear if you talk to the school. Academic English is the English language ability needed to participate in school. This is also called cognitive/academic language proficiency (CALP). Accommodations are classroom techniques or materials that are used to help struggling students work around difficulties.

Basic interpersonal communication skills (BICS) refers to the ability to speak basic English. It’s sometimes called “survival English” or “playground English.” Bilingual education is a program that provides instruction in both the and in English. Biliteracy means being able to speak and understand written material in both English and another language.

  1. Dual language program/dual immersion is designed to make all students in the class literate in two languages.
  2. This is also called two-way immersion or two-way bilingual education.
  3. Early childhood English language learner (ECELL) refers to a child under age 5 who is learning English as a second language.

English language learner (ELL) refers to a student who is age 5 or older and who is learning English as a second language. English as a second language (ESL) is an approach in which students who are not native English speakers are mainly taught in English.

  1. It focuses on language skills rather than content.
  2. It can be done in the classroom or as a pull-out service.
  3. Exit criteria is a set of guidelines for determining when ELL students are literate enough in English to end special language services.
  4. Language minority (LM) refers to a student from a home where a language other than English is spoken.

It does not refer to how well the student speaks or understands English. Language proficiency refers to whether the student has enough language skills to read, listen, write and communicate well. Mother tongue is the first language a child learns that is spoken at home.

Newcomer programs help new immigrants learn English and get accustomed to the U.S. They’re usually for middle school and high school students who have had limited schooling. Primary language is the language that students who speak two or more languages are most fluent in or prefer to use. Pull-out ESL is a program in which students are pulled out of their classrooms for special instruction to learn English.

Push-in ESL is a program in which the ESL teacher comes into the classroom to provide English instruction. Standard English refers to formal English writing and speaking. This is the most widely accepted and understood form of English in the U.S. Transitional bilingual education uses two languages to provide instruction.

Newcomer programs help new immigrants learn English and get accustomed to the U.S. Pull-out ESL is a program in which students are pulled out of their classrooms for special instruction to learn English. Push-in ESL is when the teacher comes to the class. Language proficiency refers to whether the student has enough language skills to read, listen, write, and communicate well.

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What is an example of a ELL?

4. Speak Slowly – It’s natural to expect immediate responses when teaching an engaged classroom. However, when you work with students who are learning a new language, it’s important to practice patience and speak slowly. Additionally, give an extra few seconds for students to respond to questions.
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What is the difference between EL and ELL students?

English Learners (ELs) – Acronyms and Definitions of Terms ACCESS for ELLs ™ – Assessing Comprehension and Communication in English State-to-State for English Language Learners. This large-scale test addresses the academic English language proficiency (ELP) standards at the core of the WIDA Consortium’s approach to instructing and evaluating the progress of English language learners.

  1. The ACCESS for ELLs® test is the annual assessment required by NCLB.
  2. ACCESS Test Chair (AC) – Liaison between the Language Acquisition Division (LAD) and the local school.
  3. Assists the local school to refer new students and parents to the LAD Intake Center for assessment and orientation throughout the entire school year.

Attends ACCESS Test Chair meetings, disseminate information/materials from ACCESS Test Chair meetings to school administrators, ESL Teachers, counselors, and/or general education teachers. Attends the ACCESS for ELLs® test coordinator training, coordinate ACCESS for ELLs® training for school staff administering the ACCESS for ELLs® assessment.

Serves as the school’s ACCESS for ELLs® test coordinator, coordinates with school staff in charge of DIBELS/TRC and PARCC testing to ensure English language learners (ELLs) receive appropriate accommodations. Collaborates with the school’s general education teachers to ensure former ELL students are receiving monitoring services.

Coordinates with school administration for timely dissemination of all ELL students’ parent/guardian notification letters. Alternate ACCESS for ELLs™ – The assessment instrument administered to students who require special education services under the Individuals with Disabilities Education Act (IDEA) is the Alternate Assessing Comprehension and Communication in English State-to-State for English Language Learners (Alternate ACCESS for ELLs™).

Alternate ACCESS is an individually administered paper and pencil test. It is intended only for English Language Learners with significant cognitive disabilities that are deemed severe enough to prevent meaningful participation in the ACCESS for ELLs® assessment. Spring of 2012 was the first year for the assessment, proficiency levels are still to be determined.

AMAO – Annual Measurable Achievement Objectives. AMAOs are set annually by the Office of the State Superintendent of Education (OSSE) and specify the percentage of ESOL students yearly who are expected to progress toward English language proficiency (AMAO I), attain English language proficiency (AMAO II), and demonstrate adequate yearly progress in reading and math at the state level (AMAO III).

The AMAOs are assessed through the ACCESS for ELLs® test. ANET – Achievement Network Assessment. The Achievement Network (ANet) Assessment is another type of paced interim assessment, used at approximately one-third of schools in DCPS. It is aligned to the ANet Schedule of Assessed Standards and administered four times a year to students in 41 participating schools in grades 3 to 8.

All four assessment cycles are administered prior to the state summative assessment, PARCC. ASPEN – The new Student Tracking and Reporting System. ASPEN is DCPS’s new student information system, which contains all the information about students’ attendance, grades, transcripts, and graduation requirements, current ELP level among other things.

  • AYP – Adequate Yearly Progress.
  • Under NCLB, each state establishes a definition of AYP that is used annually to determine the achievement of each school district and school in both reading and mathematics.
  • States then identify for improvement any school that does not meet the state’s definition of AYP for two consecutive years.

AYP is designed to ensure continuous improvement each year toward the goal of 100% proficiency in 2015. DIBELS – Measures progress in the various components of early literacy. EL – English Learner. An EL is a student who uses another language in addition to or other than English.

ELL – English Language Learner. An ELL is a student who uses another language in addition to or other than English. ELLevation – LAD’s new LCD/ELL platform for DCPS. ELLevation is a software company exclusively focused on ELLs and the educators that serve them. The ELLevation platform puts all information and data about ELLs in one place, helping educators enhance instructions, save time and improve collaboration.

ACCESS Test Chairs can login into ELLevation from any computer and find student’s ELP levels, print listings/rosters, find accommodations report, print test histories, set student goals, print graphs and for secondary students see class schedules. ELP – English Language Proficiency.

ELP is the degree to which a student is able to use standard American English as the language of instruction. FEP – Fluent English Proficient FES – Fluent English Speaker. FP – Fully Proficient. Student’s first test is proficient. HLS – Home Language Survey. The Parent/Guardian MUST complete a HLS for ALL students enrolling into DCPS.

The HLS is used to determine if language screening and ELL services may be necessary. IMPACT – DCPS’ system for assessing the performance of teachers and other school-based staff. IPT – The Pre-Idea Proficiency Test. The IPT is the language screening test given to 3-year-olds.

  1. WAPT – Kindergarten-WIDA Assessment Placement Test.
  2. WAPT is the language screening test given to kindergarten and first semester 1st grade students.
  3. LAD – Language Acquisition Division formerly known as the Office of Bilingual Education (OBE) in DCPS.
  4. LCD – Linguistically and Culturally Diverse.
  5. LEP – Limited English Proficient.

LEP is an acronym used at the federal level to describe English language learners who participate in ESL programs. LES – Limited English Speaker. NCLB – No Child Left Behind Act of 2001. NCLB expands the scope and frequency of student testing, revamps accountability systems and guarantees that every teacher is qualified in their subject area.

  1. It also requires states to made demonstrable annual progress in raising the percentage of students proficient in reading and math.
  2. NAEP – The National Assessment of Educational Progress is the largest nationally representative and continuing assessment of what America’s students know and can do in various subject areas.

Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography and US history. Students are assessed in grades 4, 8 and 12.

NEP – Non-English Proficient. NES – Non-English Speaker. OBE – Office of Bilingual Education in DCPS but now known as LAD – Language Acquisition Division. OELA – Office of English Language Acquisition, Language Enhancement, & Academic Achievement for Limited English Proficient Students, US Department of Education OCR – Office for Civil Rights OSSE – Office of the State Superintendent of Education PARRC – Partnership for Assessment of Readiness for College and Careers is the new DCPS annual assessment is a computer-based assessments that will match the high expectations of the Common Core and will require students to think critically and solve real-world problems. PHLOTE – Primary Home Language Other than English

TAS – Teacher-Assessed Student Achievement Data is a measure of your students’ learning over the course of the year, as evidenced by rigorous assessments other than the PARCC. This component makes up 15% of a teacher’s IMPACT score. TRC – Text-to-Reading Comprehension BOY (Beginning of Year) MOY (Middle of Year) EOY (End of Year) aligns with DIBELS.

WIDA – World-Class Instructional Design and Assessment. WIDA MODEL – The WIDA MODEL (Measure of Developing English Language) is a series of English language proficiency assessments for Kindergarten through Grade 12. MODEL can be used by educators as an identification/placement assessment for newly enrolled ELLs or as an interim progress monitoring assessment.

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W-APT – WIDA-ACCESS Placement Test. W-APT is the language screening test given to students in grades 1 and higher. : English Learners (ELs) – Acronyms and Definitions of Terms
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What is the meaning of ELL?

English-language learners, or ELLs, are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses.

Educators use a number of terms when referring to English-language learners, including English learners (or ELs), limited English proficient (LEP) students, non-native English speakers, language-minority students, and either bilingual students or emerging bilingual students, The proliferation of terms, some of which may be used synonymously and some of which may not, can create confusion.

For example, the term English-language learner is often used interchangeably with limited English proficient student, but some school districts and states may define the terms differently for distinct classifications of students. Nonetheless, the federal government and many state governments have acknowledged that both terms refer to the same group of students—those with limited proficiency in English.

  1. When investigating or reporting on English-language learners, it is important to determine precisely how the term, or a related term, is being defined in a specific educational context.
  2. In some cases, for example, the terms are used in a general sense, while in others they may be used in an official or technical sense to describe students with specific linguistic needs who receive specialized educational services.

Generally speaking, English-language learners do not have the English-language ability needed to participate fully in American society or achieve their full academic potential in schools and learning environments in which instruction is delivered largely or entirely in English.

In most cases, students are identified as “English-language learners” after they complete a formal assessment of their English literacy, during which they are tested in reading, writing, speaking, and listening comprehension; if the assessment results indicate that the students will struggle in regular academic courses, they may be enrolled in either dual-language courses or English as a second language (ESL) programs.

English-language learners may also be students who were formerly classified as limited English proficient, but who have since acquired English-language abilities that have allowed them to transition into regular academic courses taught in English. While assessment results may indicate that they have achieved a level of English literacy that allows them to participate and succeed in English-only learning environments, the students may still struggle with academic language,
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Should I say ESL or ELL?

According to federal law, public education systems are required to provide equal access to all students. This means that children of every age, race, gender, capability, and economic status are entitled to a high-quality education. This includes students with limited ability to speak English.

Schools are required to provide an environment where each student has an equal opportunity to understand the material being taught. Extra assistance should be made available for students who cannot follow along with a regular paced, English-immersive classroom. The number of solutions for supporting English learning students is growing across the U.S., and for good reason, however the conversation around it can be confusing.

For instance, the acronyms ELL and ESL are often used interchangeably even though they do not mean the same thing. ELL is the abbreviation for “English Language Learner,” which refers to students who are currently learning the English language. ELL is most often used to describe students who speak another language and are learning English as their second language.

It can also be used for a student who is struggling to learn English as their first language, but this is not a common use of the term. Regardless, ELL is referring to the student themselves and their position of currently learning the English language. You may also see the acronym EL (English learner) used to describe these students.

By contrast, ESL is the abbreviation for “English as a Second Language.” This is used to refer to the programs that are specialized for ELL students. For example, schools usually have an ESL class designed for ELL students. These classes often used ESL specialized programs and curriculum (such as Type to Learn, Sparkito, Claro and Comprendo ).

  • ESL is a broader term, but generally describes the tools and methods used to teach ELL students.
  • Because of the importance of ELL support in schools, there are many resources available to districts looking to improve their ESL materials and accommodations. The U.S.
  • Department of Education has information on their website with recommendations on where to start and important things to include in an ESL program.

Most funding for ESL programs comes from local and state grants, but the program must meet the requirements of Title VI, To find funding, you should review your state’s trends and guidelines, Upon deeper review, you may also be able to find private donors and local grants to help support your ESL funding.
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What are the three levels of ELL students?

The CA ELD Standards define three proficiency levels— Emerging, Expanding, and Bridging *—to describe the stages of English language development through which ELs are expected to progress as they improve their abilities in listening, speaking, reading, and writing English.
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What is the most common language for ELL students?

Top Languages Spoken by English Language Learners Nationally and by State While the languages spoken by English Language Learner (ELL) students in the United States are very diverse, Spanish is the most common first or home language, spoken by 71 percent of ELL students.

  1. This fact sheet, drawing upon data from the U.S.
  2. Census Bureau’s 2013 American Community Survey (ACS) and the U.S.
  3. Department of Education, describes the home languages spoken by ELL students at national and state levels.
  4. Chinese was the second most common language spoken in ELL students’ homes representing 4 percent of ELLs, followed by Vietnamese (3 percent) and French/Haitian Creole (2 percent).

A language other than Spanish was the top language spoken by ELLs in five states: Alaska, Hawaii, Maine, Montana, and Vermont. In 19 states and the District of Columbia, more than three-quarters of all ELL students spoke Spanish. An accompanying spreadsheet provides the top five languages of ELLs by state, as well as their number and share by language.
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What do you call an ELL student?

Part IV: Glossary –

BICS | CALP | Castañeda v. Pickard Content-based ESL | Dual Language | ELL ESL | EEOA of 1974 | FEP | Informed Parental Consent Language Dominance | Language Proficiency | Lau v. Nichols LEP | MBE | May 25 Memorandum | NEP | Newcomer Program Sheltered English | Structured English | Submersion Title VI | Title VII of ESEA | Transitional Bilingual Education

BICS : Basic interpersonal communication skills. The language ability required for verbal face-to-face communication. CALP : Cognitive academic language proficiency. The language ability required for academic achievement. Castañeda v. Pickard : On June 23, 1981, the Fifth Circuit Court issued a decision that is the seminal post-Lau decision concerning education of language minority students.

The case established a three-part test to evaluate the adequacy of a district’s program for ELL students: (1) is the program based on an educational theory recognized as sound by some experts in the field or is considered by experts as a legitimate experimental strategy; (2) are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively; and (3) does the school district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome? Content-based English as a Second Language : This approach makes use of instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive and study skills.

English is used as the medium of instruction. Dual Language Program : Also known as two-way or developmental, the goal of these bilingual programs is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half native English speakers and half native speakers of the other language.

  • ELL : English language learner.
  • A national-origin-minority student who is limited-English-proficient.
  • This term is often preferred over limited-English-proficient (LEP) as it highlights accomplishments rather than deficits.
  • English as a Second Language (ESL) : A program of techniques, methodology and special curriculum designed to teach ELL students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation.

ESL instruction is usually in English with little use of native language. Equal Education Opportunities Act of 1974 : This civil rights statute prohibits states from denying equal educational opportunity to an individual on account of his or her race, color, sex, or national origin.

  1. The statute specifically prohibits states from denying equal educational opportunity by the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.
  2. FEP : Fluent (or fully) English proficient.

Informed Parental Consent : The permission of a parent to enroll their child in an ELL program, or the refusal to allow their child to enroll in such a program, after the parent is provided effective notice of the educational options and the district’s educational recommendation.

  1. Language Dominance : Refers to the measurement of the degree of bilingualism, which implies a comparison of the proficiencies in two or more languages.
  2. Language Proficiency : Refers to the degree to which the student exhibits control over the use of language, including the measurement of expressive and receptive language skills in the areas of phonology, syntax, vocabulary, and semantics and including the areas of pragmatics or language use within various domains or social circumstances.

Proficiency in a language is judged independently and does not imply a lack of proficiency in another language. Lau v. Nichols : A class action suit brought by parents of non-English-proficient Chinese students against the San Francisco Unified School District.

In 1974, the Supreme Court ruled that identical education does not constitute equal education under the Civil Rights Act of 1964. The court ruled that the district must take affirmative steps to overcome educational barriers faced by the non-English speaking Chinese students in the district. LEP : Limited-English-proficient.

(See ELL ) Maintenance Bilingual Education (MBE) : MBE, also referred to as late-exit bilingual education, is a program that uses two languages, the student’s primary language and English, as a means of instruction. The instruction builds upon the student’s primary language skills and develops and expands the English language skills of each student to enable him or her to achieve proficiency in both languages, while providing access to the content areas.

The May 25 Memorandum : To clarify a school district’s responsibilities with respect to national-origin-minority children, the U.S. Department of Health, Education, and Welfare, on May 25, 1970, issued a policy statement stating, in part, that “where inability to speak and understand the English language excludes national-origin-minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open the instructional program to the students.” NEP : Non-English-proficient.

Newcomer Program : Newcomer pro-grams are separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants. Typically, students attend these programs before they enter more traditional interventions (e.g., English language development programs or mainstream classrooms with supplemental ESL instruction).

  1. Sheltered English Instruction : An instructional approach used to make academic instruction in English understandable to ELL students.
  2. In the sheltered classroom, teachers use physical activities, visual aids, and the environment to teach vocabulary for concept development in mathematics, science, social studies, and other subjects.
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Structured English Immersion Program : The goal of this program is acquisition of English language skills so that the ELL student can succeed in an English-only mainstream classroom. All instruction in an immersion strategy program is in English. Teachers have specialized training in meeting the needs of ELL students, possessing either a bilingual education or ESL teaching credential and/or training, and strong receptive skills in the students’ primary language.

  1. Submersion Program : A submersion program places ELL students in a regular English-only program with little or no support services on the theory that they will pick up English naturally.
  2. This program should not be confused with a structured English immersion program.
  3. Title VI of the Civil Rights Act of 1964 : Title VI prohibits discrimination on the grounds of race, color, or national origin by recipients of federal financial assistance.

The Title VI regulatory requirements have been interpreted to prohibit denial of equal access to education because of a language minority student’s limited proficiency in English. Title VII of the Elementary and Secondary Education Act : The Bilingual Education Act, Title VII of the Elementary and Secondary Education Act (ESEA), recognizes the unique educational disadvantages faced by non-English speaking students.

Enacted in 1968, the Bilingual Education Act established a federal policy to assist educational agencies to serve students with limited-English-proficiency by authorizing funding to support those efforts. In addition to providing funds to support services to limited-English-proficient students, Title VII also supports professional development and research activities.

Reauthorized in 1994 as part of the Improving America’s Schools Act, Title VII was restructured to provide for an increased state role and give priority to applicants seeking to develop bilingual proficiency. The Improving America’s Schools Act also modified eligibility requirements for services under Title I so that limited-English-proficient students are eligible for services under that program on the same basis as other students.
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What is an ELL child?

An English language learner (ELL) is a student whose primary language is not English, and whose English proficiency or lack thereof provides a barrier to successful learning.
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How long does it take for an ELL to speak English fluently?

By December 16, 2010 This post was written by Laura Greenwood According to language experts, there are five distinct stages a language learner progresses through. We looked at stage names, the general description of each stage, what teachers should focus on, and how long teachers can expect a language learner to stay at each stage.

  1. But our students want to know (almost immediately upon entering into a language learning program) how long will it really take.
  2. Our learners often have unrealistic expectations of themselves and language programs, and get frustrated when they feel they are not learning (i.e.
  3. Speaking like a native speaker) fast enough.

What can we tell them? What can we expect?There have been several studies over the years to try and answer this age-old question: How long does it REALLY take?For a review of the SLA stages as well tips for planning lessons, see the following article Language Acquisition: An Overview, Kristina Robertson and Karen Ford (2008) So, just how long does it take for a language learner to go through these stages? Although there is limited conclusive research on the length of time it takes adults to learn a language, it seems there are several factors that affect the rate of language learning.

Since we can’t learn for our learners, learning depends on each individual student. All learners have unique educational experiences that affect their language learning process. Most English language learners (ELLs) have a goal of advanced fluency, including English for academic purposes and social contexts. Most experts agree that this process takes between five to seven years. Many researchers have concluded that first language and literacy skills directly affect second language learning. The stronger the first language skills, the faster the learning. It may take seven to ten years for an ELL who comes with weak first language and literacy skills. When comparing children and adult language learners, children often receive more hours of language instruction than adult learners. Adults may simply need more time and more intensive instruction to reach their goals. Adult learners may become fossilized or stuck in the learning process. This happens when language errors become a permanent feature. They may be unable to progress to the next stage and become content with their current level and use of English. When compared to learning a first language, second language learning is not a biologically-driven process. Learning a second language is not an essential aspect of a person’s general development (as in first language learning). Adult learners are often busy and can face interference when studying a second language. This can delay progress through each stage. One study showed that that an estimated 103 hours of study per person per year for 6 years would be necessary to progress from beginner to advanced fluency (McHugh, M., Gelatt, J., & Fix, M. (2007). Adult English language instruction in the United States: Determining need and investing wisely, Washington, DC: Migration Policy Institute.).

As English language teachers, we can begin to help our ELLs to understand the stages, goals, and content of language learning. Knowing who our learners are, where they come from (language and learning backgrounds), what their motivation is for learning English, and their language proficiency is crucial in helping them reach their goals.

Along the way we may have to answer “how much longer till I get there?”! We can encourage them by setting short-term goals and looking at their progress. Help them to focus on their successes instead of their failures! If you’re new to teaching, you’ll want to get initial training and qualification with a TEFL certificate,

You can explore our online TEFL courses to get started!
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How do I talk to ELL?

We’ve learned a lot about talk and the English Language Learner (ELL). We know that early on, the ELL may not produce much talk. We know that an opportunity to engage in conversation with peers during lessons is an essential practice in developing academic language.

  1. We know that building a safe and supportive learning community in the classroom will help keep affective filters low, allowing ELLs to take risks to share their ideas aloud, making adjustments in their talk as they become more proficient.
  2. But exactly how can we adjust our talk to support the ELLs who enter our classrooms with limited experience speaking English? Some very practical suggestions can be found in a short article from the February 2016 issue of Educational Leadership,

In the article, “Let Them Talk,” the author, Wayne E. Wright, suggests a few practices that are familiar to those implementing lessons that are part of CCC Collaborative Literacy. One effective practice is increasing wait time, ELLs with limited proficiency may need additional time to think; they may need to process and translate in their heads before responding.

Another effective approach is to begin with short probes that lead to open-ended questions, allowing ELLs to elaborate, such as, “What else did you notice?” “Why do you think that was?” “What do you think is going to happen next?” “Tell us more about that.” “How do you know that?” “Do you agree with? Why not?” This type of questioning encourages more student talk during discussions and creates opportunities for ELLs to think deeply about academic content, to tackle complex texts, and to express and elaborate on their ideas orally.

Use of this practice also shows recognition that students’ ability to speak a second language has nothing to do with their ability to think abstractly. Taking into account the differences in students’ proficiency levels, teachers may also find it helpful to adjust their talk in the following ways:

Slow down, Use a steady, but slower rate of speech when talking to beginning level ELLs than you would in normal conversation with proficient speakers. Increase the pace as students progress to higher levels of proficiency. Speak clearly (but don’t over enunciate to the point where the words sound unnatural). Speak at a normal volume, Shouting does not make English more comprehensible. Use simple sentence structures with beginning–level ELLs (subject-verb-object). Avoid long, complex sentences with embedded clauses. As students make progress, increase the complexity of the vocabulary and syntax appropriate to their English language proficiency. Emphasize key vocabulary through frequent repetition of these new words throughout the week and across subject areas. Avoid idioms, unless they are explained or were previously taught. Avoid cultural references that may be unfamiliar to ELLs, unless they are explained. Use gestures, facial expressions, objects, and materials from everyday life, and other visual clues. Repeat, paraphrase, or use other techniques when ELLs do not understand something said by you or another student. (For example, during a class discussion-“Thank you, Miriam! So you are saying sprinklers provide the flowers in your garden with the water they need. Yes, plants need water to grow. Patricia, what else do plants need to grow?”)

Teachers are also provided suggestions about other ways to adjust their language, such as how to make questions more comprehensible for ELLs, in the Introduction of our Collaborative Literacy programs as well as the ELL Notes featured across the lessons.

One last suggestion (based on my own experience as a second-language learner): Smile when you talk. It is an humbling, often anxiety producing experience to change cultures and learn a new language. The kind and warm manner in which we speak will put the new learners at ease and show them that we care first about them and then, about how they learn.

Wright, W.E. (2016). Let them talk! Educational Leadership, 73(5), 24-29. Read Wendy’s previous blogs, “Building Vocabulary through Learning the Language” and ” The Power of Images for the English Language Learner.”
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What is level 5 in ELL?

Proficiency Level Descriptors – Raz-Plus ELL includes 5 levels used to provide resources that match each student’s skills and abilities. Level 1

Ability to use and understand single words and/or chunks in oral discourse. Ability to use and understand simple, memorized written English with visual support. Ability to use most common vocabulary.

Level 2

Ability to use and understand phrases and short sentences in oral discourse. Ability to use and understand simple written English with instructional support, but errors often impede meaning. Ability to use high frequency vocabulary.

Level 3

Ability to use and understand a series of related sentences in oral discourse. Ability to use and understand simple written English but errors at times impede meaning. Ability to use general and some specialized vocabulary.

Level 4

Ability to use and understand a variety of complex sentences in oral discourse. Ability to use and understand written English at grade level with instructional support. Ability to use some specialized and technical vocabulary.

Level 5

Ability to use and understand a variety of linguistically complex sentences in oral discourse. Ability to use and understand written language approximate to English peers. Ability to use specialized and technical vocabulary at grade level.

Retail price is $70.00 The ELL Collection is exclusively available offline. Please to place your order. Each Raz-Plus ELL license requires an active Raz-Plus license. Complimentary product trials for Raz-Plus ELL include Raz-Plus. Have questions about ordering? Visit our for answers. A Cambium Learning® Group Company : ELL Resources Language Proficiency Levels
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What does L1 and L2 mean for ELL students?

L1 and L2 | TESOL Glossary STARTBODY > > L1 and L2 These terms are frequently used in language teaching as a way to distinguish between a person’s first and second language. L1 is used to refer to the student’s first language, while L2 is used in the same way to refer to their second language or the language they are currently learning. These two terms are particularly prevalent in literature related to English language learning as they provide a simple way of defining the two distinctive categories of language. ENDBODY : L1 and L2 | TESOL Glossary
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What does ESL 4 mean?

Level 4: Low Intermediate ESL.
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What is ESL vs ESOL vs ELL?

ELL is the most common acronym used for students whose primary language is not English. LEP is Limited English Proficient. ESL is English as a Second Language. ESOL is English to Speakers of Other Languages.
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What are ESL students called now?

EAL — English as an Additional Language. The shortcomings of ‘ESL’ directly translate to the advantages for ‘EAL’ — it is a more inclusive term and applies to a wider range of individuals’ contexts. However, it is not as well known as ‘ESL. ‘ That is why some of our offerings are labeled as being ‘ESL/EAL.
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Is ESL and ELA the same?

EAL, ESL, EFL, MFL! What’s the difference (and does it really matter?) There are myriad terms used to describe languages in education, and it’s often seen as a minor issue to choose a title for a language provision. Appearances can be deceptive though, and what we choose as a category for a language has implications for how we envision the curriculum and pedagogy.

In this post I am going to define some of the most common terms, and discuss what the associated curricula and pedagogical approached are.1. English as an additional language (EAL); English language acquisition (ELA); English language learning (ELL) These terms cover the most commonly used titles for English language teaching and learning in international schools.

They are used to designate provisions for students who are not fluent speakers of English in English Medium Instruction (EMI) schools. All of these terms focus on the need to learn English, and on the teaching and learning of English specifically. They are often used to designate students to additional language learning provisions.

Students who are EAL/ELA/ELL designated spend almost all of their school days immersed in English, whether in mainstream classes or in bespoke language classes. Thus, they receive a high level of English input, but their success is high-stakes – how well they learn English will impact all of their academic success.

Curriculum traditions and expectations: EAL/ELA/ELL teaching is expected to be connected to the curriculum of the school. These students need to learn the type of English that will help them access content learning, and to produce academic English in oral and written forms.

  1. In a strong EAL/ELA/ELL provision, the students will be provided with immediate support for basic English developments (BICS) and on-going support for language connected to the curriculum.
  2. Pedagogy: EAL/ELA/ELL is generally structured around stand alone support for new arrivals, and integrated support for designated students in the classroom, with collaboration between class teachers and language specialists.

An ideal pedagogy focuses on connecting language learning to the language needs of the curriculum, and provides explicit support for literacy (reading and writing) at all ages. Position in school: EAL/ELA/ELL should be a separate department, situated in a central location of the school.

It should not fall into “student support services” or other department that problematises the very natural language development of students who are acquiring the school language.2. English as a Foreign Language (EFL); Modern Foreign Languages (MFL); World Languages EFL tends to get its own term because of its prevalence globally (and the teaching and publishing industry associated with it) but in fact it represents the same teaching and learning situation as MFL.

Languages taught as a foreign language are being taught in a situation/locality where they are not spoken/used in the community. The teaching of French in the US, Spanish in the UK, and English in China all fall into this category. The amount of time dedicated to foreign language teaching varies, but generally the input is limited to a few hours (maximum) a week for school children.

MFL learning is generally lower-stakes; it’s important as a subject area, but success or lack of success will not impact other areas of learning. Curriculum traditions and expectations: Foreign language teaching is generally focused on developing language skills related to every day life. Much foreign language teaching is textbook-based, with chapters on various themes (My family; Sports and hobbies; Travel) that develop language used for basic communication.

In some circumstances, older or more advanced learners will study English for Specific Purposes (ESP), which is focused around a particular study or work area. Pedagogy: Foreign language teaching has undergone many changes over the years. From the traditional Grammar Translation approach to the more recent Communicative Language Teaching (CLT) and Task-based language teaching (TBLT), there are still many iterations of foreign language teaching globally.

What they have in common is that they are taught in discrete lessons, for a limited number of hours per week. Even when they are part of a school curriculum, they are unlikely to be linked to any of the main curricular learning. Position in school: EFL/MFL provisions are often very different in primary schools than in secondary.

In primary schools there is often less time designated for MFL, and therefore only very large schools have the luxury of a language department. In some places, the MFL teacher at primary may be fully qualified and well resourced, and in others, they may be the only teacher who speaks a bit of another language, but have no training.

  • In extreme cases, which are becoming more common due to the continuing push to “Early English”, the teachers are simply class teachers, who may speak the language only a little, but are expected to teach it anyway.
  • In secondary school there is generally an MFL department.3.
  • Host Country Language This one is a beast all of its own, and I’ve never heard another term for it (please let me know if you have!).

In international education, it is used to designate the teaching of the language of the country the school is situated in. Most international schools made at least a token effort to teach the host country language, so it has developed into a new category of language teaching.

  • How much time is dedicated to host country language teaching varies immensely, but is generally not more that one class period a day.
  • Host country language teaching is also complicated by the variation in students; many schools have students in the same year group who are complete beginners, and others who are native speakers.

Multilevel groups are the norm, as is the constant arrival of new students at the complete beginner level. Host country language can be high or low-stakes, depending on the situation of individual learners. Curriculum traditions and expectations: The main complication for host country language teaching is that there is no curriculum base to draw on.

Host country language teaching often draws on foreign language teaching materials, but these are not fully adequate, as students are living in the language (outside school) and need development that will help them participate in the community. Some schools have high numbers of local children who are native speakers of the host country language, and choose to use curricular materials for native speaker children.

This also is not always a good fit, as those materials are developed for students who are doing all of their schooling in the language, and have much more input in the language. A hybrid curriculum, developed in-house to meet the needs of the school and students is the best way forward.

Pedagogy: Host country language teaching also varies immensely, but in my experience it is often very traditional language teaching that does not take advantage of the rich opportunities outside the school doors. For schools with a transient population, language teaching that focuses on reading and writing (and grammar and spelling.) in the classroom will do more to alienate the students from the host country language than to encourage them to learn it.

Host country language teaching that focuses on getting out into the community and learning to interact with people will be more meaningful and motivating. For schools with local students, classes separate from the non-fluent speakers are important, and developing a pedagogy that encourages cross-disciplinary connections, rather than solely focusing on language and literature will provide students with broader language development opportunities.

Position in school: Host country language teaching is often situated in the MFL department, or in schools where it has a greater presence it may have its own department. There is often very little effort to align the curricular and pedagogical practices with the main school approach to teaching and learning, so many HCL departments exist in their own bubble in the school.

Here is a link to a separate post I wrote about,4. Home Languages I’m putting this one in here as a placeholder, as it’s obviously of growing importance. It would take too much space to give it the discussion it needs, so I will direct you to I wrote about home languages in international schools.

Terms that have fallen out of favour: ESL, LEP, MFL (I hope.) What we now call EAL/ELA/ELL was, for a long time, called ESL (English as a second language). This term dropped from use simply because it is rarely accurate in education. It is still used in some contexts (for French or English in Canada, for example) as it refers to people learning the second official language of the country they live in.

In most school contexts, it only represents a small number of the students who are learning the school language as a second language; for many of them it is a third (or more) language, which provoked the shift to EAL. LEP (Limited English Proficient) is still used in some places in the US, and obviously is not a good choice at all.

I personally don’t like the term MFL, and prefer World Languages. I think that MFL leads people to think about the traditionally taught European languages (French, German) to the exclusion of other languages that are important globally (Chinese, Korean, Spanish) or languages that are important locally (minority languages), although one could argue that minority languages are also likely to get side-lined if using the designation World Languages.

Why does it matter what we call the language teaching we are engaged in? In schools, it matters because what we call it often influences where we situate it in a school, and how it is taught. For example, trying to put EAL into the MFL department would lead the teaching teams to believe that the curricular and pedagogical approaches should be similar, when in fact they should not.

In a similar way, letting HCL stay separate from other teaching groups discourages integration into the school and learning philosophy. I would argue that schools should have a “Languages Department” with a head that oversees the individual provisions.This person should have a broad understanding of language teaching and learning across the provisions, and work to develop each area appropriately.

Each provision (EAL/World Languages/Host Country Language) should have a learning leader responsible for their provision, but working within the greater team. This also leads to better understanding of student language profiles as being a composite of their development in all languages, rather than in isolation.
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